By now, you should have assigned and graded several informal assessments.
Describe the objective and at least one feature of an informal assessment that you have designed.
How have you been using the results of the assessments you've used to improve how you teach and what students learn? What strategies has your CT suggested for providing students with guidance before they do the assignment to improve their performance? What about after the assignment?
During my first couple of weeks at NKHS I have to admit that I did not use immediate objectives that I put on the board for my students. However, after Jay's first visit, I learned that putting up objectives on the board not only helps the students see what they are going to get out of the lesson, but it also gives myself a reference point to go to while teaching. It is very useful and extremely helpful to be able to reference the objectives when they are previously written on the board. I did this for all of my Ch. 9 and Ch. 10 lesson plans and have found it to be extremely successful.
For example, for an opening lesson on Photosynthesis my objectives were:
Why are chloroplasts important in photosynthesis?
What is the difference between Light Dependent & Light Independent?
How do LD reactions allow for LID reactions to happen?
Of course I have my objectives differentiated accordingly. My objectives as shown above were for my CP classes while my objectives for my Honors classes were a little bit more student centered and made them think a little harder about the answer.
ie - How are chloroplasts used to absorb sunlight during photosynthesis?
Along with objectives a big part of my lesson planning as been informal assessments. There are many different types of informal assessments, one of which I like to do are called "Get Up & Go Activities." This gives my students a chance to get out of their seats and move around the room to try and solve a problem that I have given them (these usually involve laminated parts which students are all given to "play with" and "work with"). By watching my students and seeing how much "guidance" I need to give them gives me insight as to how well they are understanding the information being taught to them. This information also gives me a chance to further review my plans for the future to accommodate whether or not I need to reteach certain material that I thought they understood, when they really did not.
Describe the objective and at least one feature of an informal assessment that you have designed.
How have you been using the results of the assessments you've used to improve how you teach and what students learn? What strategies has your CT suggested for providing students with guidance before they do the assignment to improve their performance? What about after the assignment?
During my first couple of weeks at NKHS I have to admit that I did not use immediate objectives that I put on the board for my students. However, after Jay's first visit, I learned that putting up objectives on the board not only helps the students see what they are going to get out of the lesson, but it also gives myself a reference point to go to while teaching. It is very useful and extremely helpful to be able to reference the objectives when they are previously written on the board. I did this for all of my Ch. 9 and Ch. 10 lesson plans and have found it to be extremely successful.
For example, for an opening lesson on Photosynthesis my objectives were:
Of course I have my objectives differentiated accordingly. My objectives as shown above were for my CP classes while my objectives for my Honors classes were a little bit more student centered and made them think a little harder about the answer.
Along with objectives a big part of my lesson planning as been informal assessments. There are many different types of informal assessments, one of which I like to do are called "Get Up & Go Activities." This gives my students a chance to get out of their seats and move around the room to try and solve a problem that I have given them (these usually involve laminated parts which students are all given to "play with" and "work with"). By watching my students and seeing how much "guidance" I need to give them gives me insight as to how well they are understanding the information being taught to them. This information also gives me a chance to further review my plans for the future to accommodate whether or not I need to reteach certain material that I thought they understood, when they really did not.